International policy and Roma education in Europe: Essential inputs or centralized distractions?

Abstract

This article examines the case of Roma inclusion in education as a study of the ways in which international policy can and cannot bring change at the local level. I first reflect on the numerous international organizations and initiatives to improve the educational outcomes of Roma, and to reduce segregation and other non-inclusionary practices. Given these actions - and their relatively small impact - I identify both benefits and drawbacks of international efforts to achieve Roma inclusion and improve education outcomes. I conclude that international organizations provide significant inputs for Roma inclusion, but also serve as centralized distractions that foster extremely high expectations and thus great disappointment with the results.